Жарияланымдар / Публикации
Постоянный URI для этого сообществаhttps://cris.qyzpu.edu.kz/handle/123456789/2
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, О межкультурном диалоге в содержании полиязычной подготовки специалистов(2018-11-29); The article deals with one of the most important aspects of multilingual specialists training – formation of intercultural competence. It is proposed to study the linguistic facts in the aspect of the relationship of language and culture, which will help make intercultural dialogue in the contents of multilingual training. Understanding the spiritual essence of the language, according to the authors, will be the foundation of linguistic and cultural tolerance polylingual person of the future teacher.Analyzes the key concepts of the Kazakh and Russian language picture of the world in particular are considered a metaphor based on the names of animals and fitonims. Based on the comparison reveals that the same phenomenon in the national picture of the world has a different emotional state, which is in striking form is revealed in metaphors.Knowledge and understanding of the national and cultural differences of value orientations of the nation, the spiritual culture of priorities is essential for productive intercultural dialogue in the learning process. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, FORMING SOCIOCULAR AND COMMUNICATIVE COMPETENCY IN WORKING WITH FICTIONAL TEXT IN METACULTURAL READING TRAINING (on the example of translations of V. HUGO's "les Misérables" into russian and kazakh languages)(2025-06-25); ; Светлана Давидовна ПогореловаThe ability to analyze literary texts through the integration of linguistic, cultural, and communicative knowledge is a vital aspect of modern literature teaching methodology. This article explores effective methods and techniques for teaching metacultural reading - the skill of identifying, understanding, and interpreting culturally significant elements within a literary work - using the example of Victor Hugo’s Les Misérables in its Russian «Отверженные» and Kazakh «Аласталғандар» translations. This topic is especially relevant in the context of pedagogical universities, where future teachers of Russian language and literature are expected not only to conduct textual analysis independently but also to guide their students in developing similar interpretive abilities. Therefore, enhancing the teaching of reading and literary analysis is essential for cultivating students’ intercultural competence within the framework of the “Russian Language and Literature” academic program. The article puts forward the hypothesis that the Russian and Kazakh versions of «Les Misérables» may act as metacultural codes, representing points of intersection between different cultural systems. It outlines methodological strategies for the analysis of culturally meaningful lexicon, presents approaches to ideological and artistic interpretation of excerpts rich in cultural content, and provides specific examples of cultural analysis employing sociological and linguo-cultural frameworks. In addition, the article identifies the teacher’s role in facilitating discussion and supporting students’ argumentative speech during the interpretation of selected passages. The study contributes to comparative literary research and offers theoretical insights relevant to philology, linguoculturology, and the broader field of language culture. Its practical significance is evident in the development of elective courses and methodological guidelines in the fields of world literature, literature pedagogy, and comparative linguistics. The proposed techniques aim to strengthen students’ analytical skills and foster meaningful intercultural dialogue through the study of literature. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, DIFFERENTIATED APPROACH IN ENGLISH LANGUAGE TEACHING THROUGH NUMERAL-BASED PHRASEOLOGICAL UNITS: A LEARNING ANALYTICS PERSPECTIVE(2026-07-01); ; This paper examines numeral-based phraseological units in Kazakh, English and Russian literary texts from linguistic, cognitive and pedagogical perspectives. The study aims to identify the semantic, cultural and interpretative features of numeral-based phraseological units and to explore their pedagogical potential within the framework of differentiated instruction in English language teaching (ELT). The study employs the methods of system and comparative analysis, synthesis, deduction, classification and analysis of scientific publications. The study provides a classification of numeral-based phraseological units across the three languages based on three parameters: semantic transparency, cultural load and interpretative complexity. The findings demonstrate that phraseological units differ significantly in their symbolic meanings, cultural specificity and interpretative complexity across the three languages. Kazakh phraseology reflects cultural and ancestral symbolism, English phraseology is characterized by communicative pragmatism and semantic transparency, while Russian phraseology demonstrates metaphorical expressiveness and emotional coloring. The scientific significance of the research lies in its interdisciplinary and comparative approach to the analysis of numerical symbolism within the framework of differentiated ELT. The practical value of the study consists in the possibility of adapting phraseological material to learners’ language proficiency and intercultural competence, thereby improving vocabulary development, interpretative skills and intercultural communication during classroom activities. The proposed classification framework may serve as a methodological basis for developing culturally adaptive and differentiated teaching materials within a learning analytics approach to multilingual ELT environments. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Формирование толерантности как направление социально-педагогической работы со студенческой молодежьюThe article is devoted to analyzing the pedagogical foundations for forming tolerance among student youth in the context of socio-educational work. Theoretical approaches to the concept of tolerance are considered, factors contributing to its development among young people are identified, and pedagogical technologies that promote the formation of stable tolerant attitudes in the student environment are proposed. The necessity of systematic work in educational institutions to develop a culture of interpersonal and intercultural interaction is substantiated. The article argues the relevance and scientific-practical significance of the problem of forming tolerance in youth as one of the priority directions of domestic social pedagogy, as well as an important component of socio-educational activity and a condition for the teacher’s mastery of professional competencies. The pedagogical conditions that ensure the optimal and effective choice by a social pedagogue of technologies and specific methods for forming tolerance among youth are defined and theoretically justified. These include the place and forms of their implementation, the timing of the introduction of pedagogical technologies, as well as the professional qualities, competencies, and individual abilities of the specialist. The authors present characteristics of the levels of professional competence of social pedagogues in the process of forming tolerance among student youth in the context of educational organizations. The specifics of the formation of the teacher’s professional competence are identified, consisting of the transition from reproductive-professional interaction with students to professionally adaptive and professionally creative activity within the framework of socio-educational and psycho-pedagogical support. The practical study was conducted in two stages. The first stage involved a sample of 20 students. In the second stage, a formative experiment was conducted with 131 students from the Kazakh National Women’s Teacher Training University. Keywords: tolerance, innovative technologies, socio-educational work, student youth, intercultural competence.